Science education research practices and its boundaries: on methodological and epistemological challenges

Moura, Cristiano B.

doi:10.1007/s11422-020-09984-6

Cited by 9 publications

(8 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, this second document stands out from the WHO's second pillar of action, which deals exactly with the risks associated with failures in communication with society. This item points out that it is a public health issue to establish a clear and efficient dialogue between science and society; after all, fake news tends to spread faster and can reach a larger number of people than real news (Vosoughi et al, 2018).…”

Section: Scientific Studies and Political Decisionmentioning

confidence: 99%

“…Before considering this, the first hindrance that we understand that needs to be overcome is that, as a community, we create hurdles to say what it means to do Science Education. Moura (2021), drawing from the lessons of the practice turn of science studies, shows that, as in the case of the disciplinary fields of science that are the object of study in Science Education, scientific education itself is constituted by, many times tacit, historical agreements. The limits of what we mean as science education, therefore, are products of the collective practices of its practitioners (Moura, 2021); in this sense, these boundaries can be redrawn to include perspectives that are not so researched in our field today and sciences that are marginalized (perspectives of ethnomathematics, ethnobotany, ancestral knowledge, among others), but which can be potent in pursuing the goals of social justice that we think are fundamental in these times of increasing inequality.…”

Section: For a Socio-political Turn In Science Educationmentioning

confidence: 99%

“…Moura (2021), drawing from the lessons of the practice turn of science studies, shows that, as in the case of the disciplinary fields of science that are the object of study in Science Education, scientific education itself is constituted by, many times tacit, historical agreements. The limits of what we mean as science education, therefore, are products of the collective practices of its practitioners (Moura, 2021); in this sense, these boundaries can be redrawn to include perspectives that are not so researched in our field today and sciences that are marginalized (perspectives of ethnomathematics, ethnobotany, ancestral knowledge, among others), but which can be potent in pursuing the goals of social justice that we think are fundamental in these times of increasing inequality. Today, when we refer to Science Education, there is a certain imaginary of what this would mean: atoms, complex theories, and (perhaps) The Scientific Method (with capital letters), among other concepts and contents that are at the heart of what we think education in science is.…”

Section: For a Socio-political Turn In Science Educationmentioning

confidence: 99%

“…In defending a socio-political turn in Science Education (Tolbert & Bazzul, 2017) like Gutiérrez (2013) in mathematics education, we point to two paths: the first is to rethink how we stabilize the meanings of what Science Education is and how we can (Moura, 2021) and should move in this field. The second path concerns how we can move forward with a research program at HPSS that embraces this proposal.…”

Section: Final Remarksmentioning

confidence: 99%

See 3 more Smart Citations

Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic

2021

Self Cite

View full text Add to dashboard Cite

Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.

show abstract

Section: Scientific Studies and Political Decisionmentioning

confidence: 99%

Section: For a Socio-political Turn In Science Educationmentioning

confidence: 99%

Section: For a Socio-political Turn In Science Educationmentioning

confidence: 99%

Section: Final Remarksmentioning

confidence: 99%

See 2 more Smart Citations

Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, within those boundaries, they also identified spaces to act upon, broadening the narratives available to negotiate within physics education. What Andrés and Carla are doing is reading the culture of physics education and transgressing such boundaries walking “over them” (Moura, 2021, p. 310). For example, disrupting the logic of progression that hierarchises the relationship between a schoolteacher and a teacher educator problematises the limits of who teacher educators are and can be.…”

Section: Discussionmentioning

confidence: 99%

Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

Torres-Olave

Dillon

2022

J Res Sci Teach

View full text Add to dashboard Cite

This study examines the sense of agency developed through the hybrid identities of two Chilean educators working across a university physics department (as teacher educators), a secondary school (as part-time teachers), and a self-organized professional community to which they belong. A Freirean conceptualization of agency together with border crossing and hybridity was used as theoretical frameworks. Data were collected through biographical interviews and follow-up conversations. A critical narrative approach was used for analysis. Findings suggest that the two physics educators encountered a hegemonic culture of physics education characterized by different hierarchies and tensions, such as the devaluation of pedagogy, lack of spaces for dialogue, and a punitive view of assessment. Nonetheless, evidence showed that by crossing the borders of different communities, the participants problematise their boundaries. Through their hybrid identities position, the participants enact their agency to contest such boundaries bringing new practices particularly to the physics department, such as offering spaces for collaboration, allowing others to cross boundaries between the school and the university, and across science disciplines. It is argued that such identities can provide new

show abstract

Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis

Guerrero

Torres‐Olave

2021

The Curriculum Journal

View full text Add to dashboard Cite

This paper aims to analyse the concepts of scientific literacy and agency in two official documents of the Chilean science curriculum. We used Fairclough's three dimensional model as critical lenses, based on critical discourse analysis, where every discursive event can be analysed: (i) as a text, (ii) as a discursive practice and (iii) as a social practice. The research questions were: ‘How are the different visions of scientific literacy operating and being promoted within the Chilean science curriculum?’ and ‘How is student and teacher agency declared in those documents?’ By understanding the curriculum as a dialectical process, as a social event between planning, executing, and evaluating education, we evidence tensions among different visions and paradigms for both concepts (scientific literacy and agency), specifically, in the transition from one cycle to another in secondary education. The first document has a predominantly neoliberal approach to scientific literacy and the second one presents a focus on citizenship, democracy, and social justice. As a social practice, in both documents, teachers appear under the idea of curriculum implementers, to a certain extent, based on a banking model where teachers are containers to receive someone else's curriculum expertise. The preceding imbalance raises potential tensions based on teacher performance and on student agency. Specifically, students must transition from a passive role and then consider themselves as active subjects who question how to produce knowledge, understanding their role within environmental conflicts within current socio‐political structures for instance.

show abstract

Science education research practices and its boundaries: on methodological and epistemological challenges

Cited by 9 publications

References 14 publications

Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic

Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic

Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university

Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis

Contact Info

Product

Resources

About